Fcat Math 10 Grade Retake

2011
Grade 10/Retake FCAT Mathematics Sample Answers
This booklet contains answers to the Grade 10/Retake FCAT Mathematics sample questions, as well as explanations for the answers. It also gives the 1996 Sunshine State Standards benchmark assessed by each item. In addition, one or more possible approaches to solving the questions may be provided. Students may use approaches other than these and still receive credit if they also obtain a correct answer. Multiple-choice and gridded-response items are scored by awarding one point for each correct answer. The intent of these sample test materials is to orient teachers and students to the types of questions on the 2011 Grade 10/Retake FCAT Mathematics test. By using these materials, students will become familiar with the types of items and response formats that they will see on the actual test. The sample questions and answers are not intended to demonstrate the length of the actual test, nor should student responses be used as an indicator of student performance on the actual test. Additional information about test items can be found in the FCAT Test Item Specifications at http://fcat.fldoe.org/fcatis01.asp and previously released FCAT tests at http://fcat.fldoe.org/fcatrelease.asp. Grade 10 students taking the 2011 FCAT Mathematics test and all Retake students taking the FCAT Mathematics test will be taking the computer-based test (CBT) using the TestNav platform. Only students requiring accommodations will use the paper-based test. The 2011 FCAT Mathematics test for students in Grade 10 that will be used to calculate student results and school grades in 2011 will be composed of items that assess mastery of the 1996 Sunshine State Standards. For Grades 3 through 8, the 2011 FCAT 2.0 Mathematics tests and sample questions and answers are based on the 2007 Next Generation Sunshine State Standards.
SAMPLE
10
FCAT Mathematics Sample Answers
The correct answer is D (Diagonals of a rhombus bisect each other). 1996 Strand: Geometry and Spatial Sense 1996 Benchmark: MA.C.1.4.1 The student uses properties and relationships of geometric shapes to construct formal and informal proofs. Also assesses MA.C.1.2.1 The student, given a verbal description, draws and/or models twoand three-dimensional shapes and uses appropriate geometric vocabulary to write a description of a figure or a picture composed of geometric figures. MA.C.1.3.1 The student understands the basic properties of, and relationships pertaining to, regular and irregular geometric shapes in two and three dimensions.
Options A, B, and C, while all true, do not alone lead to AE EC and the subsequent equation. Options A and B address the sides of the rhombus, not its diagonals. Option C addresses the diagonals, but not their lengths. Option D states that diagonals of a rhombus bisect each other. This would imply that E is the midpoint of AC and therefore AE EC. The equation would follow and it can be used to solve for x.
Page 2
2011 FCAT Mathematics Sample Answers Florida Department of Education
SAMPLE
10
The correct answer is H (The volume of the new compost box is exactly 337.5% of the volume of the original box). 1996 Strand: Algebraic Thinking 1996 Benchmark: MA.D.1.4.2 The student determines the impact when changing parameters of given functions.
In this approach, the volume of the new, larger cube is divided by the volume of the original, smaller cube. The volume of the original, smaller cube can be represented as shown below, where s is the length of an edge. V = (1s)3 = 13 s3 = s3 Because the edge length will be increased by half, the edge length of the new, larger cube is 1.5s. The volume of the new, larger cube can then be represented as shown below. V = (1.5 s)3 = 1.53 s3 = 3.375 s3 Dividing these two quantities will yield the increase in size.
3.375 s3 s3
= 3.375
3.375 = 337.5% The volume of the new compost box is exactly 337.5% of the volume of the original box.
Page 3
SAMPLE
10
The correct answer is C (trapezoid). 1996 Strand: Geometry and Spatial Sense 1996 Benchmark: MA.C.2.4.2 The student analyzes and applies geometric relationships involving planar cross-sections (the intersection of a plane and a three-dimensional figure).
Because the cross section is a plane that contains A, B, C, and D, AB, BC , CD, and AD are coplanar. Each of these segments is on a unique face of the cube, with the endpoints on an edge of the cube. Together, these two statements imply that the four segments bound the cross section. This implies that the cross section is a quadrilateral and cannot be a pentagon or triangle. Options A and D can be eliminated. Because C and D are opposite vertices on the bottom face of the cube, and A and B are not opposite vertices on the top face of the cube, CD is greater than AB . These are opposite sides of the quadrilateral and are not congruent, so the cross section cannot be a rectangle. Option B can be eliminated. Option C is correct because AB is parallel to CD , because when two parallel planes (defined by the top and bottom of the cube) are intersected by a third plane (the cross section), the intersection is two parallel lines; therefore, the cross section is a trapezoid.
Page 4
SAMPLE
10
The correct answers are 628 , 628.6 , or 629 cm3. 1996 Strand: Measurement 1996 Benchmark: MA.B.1.4.1 The student uses concrete and graphic models to derive formulas for finding perimeter, area, surface area, circumference, and volume of two- and three-dimensional shapes, including rectangular solids, cylinders, cones, and pyramids. Also assesses MA.B.1.2.2 The student solves realworld problems involving length, weight, perimeter, area, capacity, volume, time, temperature, and angles.
To determine the volume of the sculpture, the volume of one cone must be calculated and doubled. Use the volume formula from the Grade 10/Retake FCAT Mathematics Reference Sheet for a right circular cone. The height of each cone is 12 cm (24 2). For one cone, V =
1 3
(3.14)(52 )(12) = 314.
The volume of the sculpture is 628 cm3 (314 2).
. .\ .\ .\ . \\
0 \ 0 \ 0 \ 0 \ 0 \ 1 1 1 1 1 \\\\\ 2 2 2 2 \\\\ 3 3 3 3 3 \\\\\ 4 4 4 4 4 \\\\\ 5 5 5 5 5 \\\\\ 6 6 6 6 \\\\ 7 7 7 7 7 \\\\\ 8 8 8 8 \\\\ 9 \ 9 \ 9 \ 9 \ 9 \
/ /\ / \\
628
628 . 6
. .\ . \ . \\
0 \ 0 \ 0 \ 0 \ 0 \ 1 1 1 1 1 \\\\\ 2 2 2 2 \\\\ 3 3 3 3 3 \\\\\ 4 4 4 4 4 \\\\\ 5 5 5 5 5 \\\\\ 6 6 6 \\\ 7 \ 7 \ 7 \ 7 \ 7 \ 8 8 8 8 \\\\ 9 9 9 9 9 \\\\\
/ /\ / \\
629
. .\ .\ .\ . \\
0 \ 0 \ 0 \ 0 \ 0 \ 1 1 1 1 1 \\\\\ 2 2 2 2 \\1\ 3 3 3 3 3 \\\\\ 4 4 4 4 4 \\\\\ 5 5 5 5 5 \\\\\ 6 6 6 6 \1\\ 7 7 7 7 7 \\\\\ 8 8 8 8 8 \\\\\ 9 9 9 9 \\\1
/ /\ / \\
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SAMPLE
10
3 2
The correct answer is
1996 Strand: Geometry and Spatial Sense 1996 Benchmark: MA.C.3.4.2 The student, using a rectangular coordinate system (graph), applies and algebraically verifies properties of two- and three-dimensional figures, including distance, midpoint, slope, parallelism, and perpendicularity. Also assesses MA.C.3.3.2 The student identifies and plots ordered pairs in all four quadrants of a rectangular coordinate system (graph) and applies simple properties of lines. MA.D.2.4.1 The student represents real-world problem situations using finite graphs, matrices, sequences, series, and recursive relations. The slope of the line containing the east fence is m =
y2 y1 x2 x1
-8 4 -3 5
- 12 -8
3 2
3 /2
/ / \\ . .\ .\ .\ . \\ 0 \ 0 \ 0 \ 0 \ 0 \ 1 \ 1 \ 1 \ 1 \ 1 \ 2 \ 2 \ 2 \ 2 \ 3 \ 3 \ 3 \ 3 \ 4 \ 4 \ 4 \ 4 \ 4 \ 5 \ 5 \ 5 \ 5 \ 5 \ 6 \ 6 \ 6 \ 6 \ 6 \ 7 \ 7 \ 7 \ 7 \ 7 \ 8 \ 8 \ 8 \ 8 \ 8 \ 9 \ 9 \ 9 \ 9 \ 9 \
1 . 5
/ /\ / \\ . .\ .\ . \\ 0 \ 0 \ 0 \ 0 \ 0 \ 1 \ 1 \ 1 \ 1 \ 2 \ 2 \ 2 \ 2 \ 2 \ 3 \ 3 \ 3 \ 3 \ 3 \ 4 \ 4 \ 4 \ 4 \ 4 \ 5 \ 5 \ 5 \ 5 \ 6 \ 6 \ 6 \ 6 \ 6 \ 7 \ 7 \ 7 \ 7 \ 7 \ 8 \ 8 \ 8 \ 8 \ 8 \ 9 \ 9 \ 9 \ 9 \ 9 \
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SAMPLE
10
The correct answer is 1,260. 1996 Strand: Geometry and Spatial Sense 1996 Benchmark: MA.C.1.4.1 The student uses properties and relationships of geometric shapes to construct formal and informal proofs. Also assesses MA.C.1.2.1 The student, given a verbal description, draws and/or models twoand three-dimensional shapes and uses appropriate geometric vocabulary to write a description of a figure or a picture composed of geometric figures. MA.C.1.3.1 The student understands the basic properties of, and relationships pertaining to, regular and irregular geometric shapes in two and three dimensions.
The measure of the exterior angle is 180 140 = 40. The sum of the measures of the exterior angles is 360. Because the polygon is regular, the number of sides is
360 40
= 9.
Because there are 9 sides, there are 9 interior angles, so the sum of the measures of the interior angles is 9(140) = 1, 260.
/\ /\ / \ .\ .\ .\ .\ . \ 0 \ 0 \ 0 \ 0 \ 1 \ 1 \ 1 \ 1 \ 2 \ 2 \ 2 \ 2 \ 3 \ 3 \ 3 \ 3 \ 3 \ 4 \ 4 \ 4 \ 4 \ 4 \ 5 \ 5 \ 5 \ 5 \ 5 \ 6 \ 6 \ 6 \ 6 \ 7 \ 7 \ 7 \ 7 \ 7 \ 8 \ 8 \ 8 \ 8 \ 8 \ 9 \ 9 \ 9 \ 9 \ 9 \
1 260
Page 7
SAMPLE
10
The correct answer is F (4). 1996 Strand: Data Analysis and Probability 1996 Benchmark: MA.E.2.4.1 The student determines probabilities using counting procedures, tables, tree diagrams, and formulas for permutations and combinations. Also assesses MA.E.2.4.2 The student determines the probability for simple and compound events as well as independent and dependent events.
The sample space of spinning both spinners and calculating the product of the two numbers on which the spinners may stop can be found by creating a table, as shown below.
1 1 2 3 4 1 2 3 4 2 2 4 6 8 3 3 6 9 12 4 4 8 12 16
The products of 1, 9, and 16 each occur once. The products of 2, 3, 6, 8, and 12 each occur twice. The only product left is 4, which occurs three times; thus, 4 has the greatest probability of occurring.
Page 8
SAMPLE
10
The correct answer is $15.00 or $15. 1996 Strand: Algebraic Thinking 1996 Benchmark: MA.D.2.4.2 The student uses systems of equations and inequalities to solve real-world problems graphically, algebraically, and with matrices. Also assesses MA.D.2.3.1 The student represents and solves real-world problems graphically, with algebraic expressions, equations, and inequalities. MA.D.2.3.2 The student uses algebraic problem-solving strategies to solve real-world problems involving linear equations and inequalities. MA.D.2.4.1 The student represents real-world problem situations using finite graphs, matrices, sequences, series, and recursive relations.
To determine the cost, in dollars, of one dozen roses, use your preferred method to solve the system of equations. Linear Combination 20r + 34c = 504 15r + 17 c = 327 Multiply the second equation by 2 and subtract it from the first equation. 20r + 34c = - 30r + - 34c = -10r = r = 504 -654 -150 15
Because r = 15, the cost of one dozen roses is $15.00.
1 5 . 00
/ /\ / \\ . . \ .\ . \\ 0 \ 0 \ 0 \ 1 \ 1 \ 1 \ 1 \ 2 \ 2 \ 2 \ 2 \ 2 \ 3 \ 3 \ 3 \ 3 \ 3 \ 4 \ 4 \ 4 \ 4 \ 4 \ 5 \ 5 \ 5 \ 5 \ 6 \ 6 \ 6 \ 6 \ 6 \ 7 \ 7 \ 7 \ 7 \ 7 \ 8 \ 8 \ 8 \ 8 \ 8 \ 9 \ 9 \ 9 \ 9 \ 9 \
15
/ /\ / \\ . .\ .\ .\ . \\ 0 \ 0 \ 0 \ 0 \ 0 \ 1 \ 1 \ 1 \ 1 \ 2 \ 2 \ 2 \ 2 \ 2 \ 3 \ 3 \ 3 \ 3 \ 3 \ 4 \ 4 \ 4 \ 4 \ 4 \ 5 \ 5 \ 5 \ 5 \ 6 \ 6 \ 6 \ 6 \ 6 \ 7 \ 7 \ 7 \ 7 \ 7 \ 8 \ 8 \ 8 \ 8 \ 8 \ 9 \ 9 \ 9 \ 9 \ 9 \
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SAMPLE
10
The correct answer is $33.50. 1996 Strand: Algebraic Thinking 1996 Benchmark: MA.D.2.4.2 The student uses systems of equations and inequalities to solve real-world problems graphically, algebraically, and with matrices. Also assesses MA.D.2.3.1 The student represents and solves real-world problems graphically, with algebraic expressions, equations, and inequalities. MA.D.2.3.2 The student uses algebraic problem-solving strategies to solve realworld problems involving linear equations and inequalities. MA.D.2.4.1 The student represents real-world problem situations using finite graphs, matrices, sequences, series, and recursive relations.
In this approach, a linear equation is used to determine the hourly rate. Let r = the hourly rate Find the hourly rate (r) by adding the $45 constant fee for a house call to the cost (or charge) for 3 hours of work at r, the hourly rate, and setting it equal to the amount charged, 145.5. Then solve for r. 45 + 3r = 145.5 3r = 100.5 r = 33.5 The hourly rate is $33.50.
33 . 50
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SAMPLE
10
10
The correct answer is 21. 1996 Strand: Geometry/Measurement 1996 Benchmark: MA.C.2.4.1 The student understands geometric concepts such as perpendicularity, parallelism, tangency, congruency, similarity, reflections, symmetry, and transformations including flips, slides, turn, enlargements, rotations, and fractals. Also assesses MA.B.1.4.3 The student relates the concepts of measurement to similarity and proportionality in real-world situations. MA.C.1.4.1 The student uses properties and relationships of geometric shapes to construct formal and informal proofs. MA.C.3.4.1 The student represents and applies geometric properties and relationships to solve real-world and mathematical problems including ratio, proportion, and properties of right triangle trigonometry.
First Strategy: In this approach, a proportion using the similar triangles ACB and AED is solved to find the distance between point D and point E. Let d = the distance, in miles, across Lake Okeechobee along segment DE. Use a proportion:
14 32
d ( 32 + 16 ) 14( 48 ) 32
d =
d = 21 (continued on next page)
Page 11
SAMPLE
10
32 (32 + 16)
10
(continued)
or Second Strategy: In this approach, a scale factor is used to find the distance between point D and point E. Find the scale factor: =
32 48
2 3
Let d = the distance, in miles, across Lake Okeechobee along segment DE. Divide the distance, 14 miles, between point B and point C by the scale factor of d = 14 = (14) = 21
2 3 2 3
()
3 2
2 1
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Notes
Page 13
Notes
Page 14
Notes
Page 15
Copyright Statement for This Office of Assessment Publication Authorization for reproduction of this document is hereby granted to persons acting in an official capacity within the Uniform System of Public K12 Schools as defined in Section 1000.01(4), Florida Statutes. The copyright notice at the bottom of this page must be included in all copies. All trademarks and trade names found in this publication are the property of their respective owners and are not associated with the publishers of this publication. This publication is provided by the Florida Department of Education to Florida public schools free of charge and is not intended for resale. Permission is NOT granted for distribution or reproduction outside of the Uniform System of Public K12 Schools or for commercial distribution of the copyrighted materials without written authorization from the Florida Department of Education. Questions regarding use of these copyrighted materials should be sent to the following: The Administrator Office of Assessment Florida Department of Education Tallahassee, Florida 32399-0400 Copyright 2010 State of Florida Department of State
FL00002023
The Florida Department of Education and its test contractors currently employ strategies to protect the environment in the production and destruction of FCAT materials. The Department encourages schools and districts to recycle non-secure FCAT interpretive publications after use.
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Fcat Math 10 Grade Retake

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Fcat Math 10 Grade Retake

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2011

Grade 10/Retake FCAT Mathematics Sample Answers

FCAT Mathematics Sample Answers

FCAT Mathematics Sample Answers

(3.14)(52 )(12) = 314.

The volume of the sculpture is 628 cm3 (314 2).

FCAT Mathematics Sample Answers

The correct answer is

FCAT Mathematics Sample Answers

Because r = 15, the cost of one dozen roses is $15.00.

FCAT Mathematics Sample Answers

d = 21 (continued on next page)

FCAT Mathematics Sample Answers

Printed in the USA

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